This study aimed at disclosing the unintended learning consequences related to the social climate of selected high schools in Isfahan. It, therefore, exemplifies research in the realm of so called "hidden curriculum" so prevalent in the field of curriculum studies. Although the unintended learnings are not necessarily miseducational, but this study concentrate on outcomes or consequences deemed detrimental to the total education of student based on values and criteria guiding the education enterprise in Iran.

The study was carried out in two phases. In the first phase a sample of 400 high school students were randomly selected from the population of high school student in Isfahan and were asked to identify the social climate of their school. The research instrument was a questionnaire designed by the researcher and validated through proper procedures. The data was then analyzed so that two distinct types of social climates, restricted and unrestricted, could be clearly distinguished.

In the second phase, the researcher sought to describe the unintended learnings culminating from each of the two categories of schools. The absence of three specific qualities, namely initiative, cooperation and self-esteem entered into this phase of study. A total of 45 students participated in this phase and data was collected through semi-structured interview. All the interview sessions were conducted by the researcher and the process was fully recorded for purposes of documentation and cross-check. The recorded responses were then analyzed and the findings were validated by a group of experts in education.

The results indicated that a significant difference there exists between the two sub-groups of high schools with regards to the attitudes in questions, namely collaboration and cooperation, docility and self-esteem.

Also, a significant difference was found between the girls and boys who belonged to a similar climate. This finding requires further examination to reach a plausible explanation.